Lesson MINI

LESSON MINI

Seasons and Cycles

Grade:

K-2

Topic:

Science

Unit:

Seasons

Overview

In this lesson mini, students learn about seasons and their effects on daily life. They observe and record local weather conditions, exploring how these change over time. Students also make observations at different times of year and relate the amount of daylight to each season.

Ideas for Implementation

Science

Literacy

Library media

Learning centers

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

bloom (verb): to produce flowers

bud (noun): a small part of a plant that grows into a flower, leaf, or new branch

Earth (noun): the planet we live on

freeze (verb): to turn hard or solid because it is very cold

fur (noun): the soft, thick hair covering an animal

harvest (verb): to gather or pick crops that are ready

hibernate (verb): to sleep or rest all winter

Sun (noun): the star at the center of Earth’s solar system that provides light and heat to the planets orbiting it

tilt (verb): to lean to one side, as Earth leans away or toward the Sun

Authentic Learning Extensions

Authentic learning opportunities for studying seasons involve real-world experiences and practical applications that help students understand nature’s cycles meaningfully. Here are some examples:

Build with Snow: If possible, take students outside to play in the snow and build with snow. This fosters a connection between the activity and the outside world, helping students internalize and experience concepts firsthand.

Fall Festivals: Go to fall festivals and experience fall traditions such as apple picking, visiting pumpkin patches, and going on hayrides.

Library Visit: Encourage students to visit their local libraries to find fiction and nonfiction books about the seasons and weather. This helps students build text-to-text connections.

Nature Walks: Go on nature walks and ask students to observe and sketch elements that represent the seasons at different times of the year.

Plant and Garden: Encourage students to plant and garden at home with their guardians. This fosters a connection between school and home.

Sand Exploration: Offer students opportunities for sensory explorations with sand at sand tables, sandboxes, or the beach (if possible). Sand is great for free playing, drawing, and tracing letters or writing words.

Choose Activity

LESSON MINI

Seasons and Cycles

Activity

1:

Winter Wonders

By the end of the activity, students will be able to describe the characteristics of winter and behaviors of people, plants, and animals during winter using key vocabulary words from the text.

>40

Minutes

Materials and Resources

Materials

10 small unlabeled containers with samples of typical winter smells, such as cinnamon, nutmeg, peppermint, cocoa, vanilla extract, and eucalyptus

Baking soda (2 cups for every three students)

Images of winter scenes

Index cards

Modeling clay and tools

Water (½ cup for every three students)

Whiteboard and display

Winter images

Writing paper

Writing utensils

Resources

Implementation

Prepare for the Activity: Set up three winter sensory exploration stations that students will rotate through during the activity to experience winter (see step 8).

Guide a warm-up discussion about winter by asking students to share everything they know about this season using the following questions:

What is the weather like in the winter?

What activities do people do in the winter?

Have you ever experienced winter?

Do you like winter?

Tell students that during today’s activity they will learn about winter by reading an article and engaging in a vocabulary exercise and sensory exploration. Explain to students that they will become winter explorers and rotate through three stations. At these stations, they will use modeling clay to create winter scenes, make snow with baking soda and water, and explore winter scents.

Display the Winter article. Show students pictures from the article, inviting them to describe what they see.

Read the article aloud as students follow along. During or after reading, ask the following questions to check for comprehension:

How would you describe winter?

What happens to the days in the winter?

What happens to many plants and trees in the winter?

Where do many birds go in wintertime?

What do people do in the winter?

Summarize the main ideas from the article on the board.

Write and define new vocabulary words and phrases from the text on the board (including the words in the Winter Match-Up handout; see step 7): e.g., coat, cold, freeze, gloves, hibernate, migrate, skates, sled, ski, and snow.

Give each student a Winter Match-Up handout to reinforce the vocabulary words presented in the text.

Provide clear instructions to explain the activity at each station:

Station 1 (Winter Dough)

Provide students with index cards that represent different winter words. Suggested words include snow, skis, sled, skates, hot chocolate, tree, fireplace, gloves, hat, and scarf.

Ask students to represent each word using modeling clay and tools (such as rolling pills, molds, and presses).

Station 2 (Make Snow)

Prepare two cups of baking soda and about ½ cup of water for every three students.

Instruct students to pour the baking soda into a bowl.

Tell them to add the water slowly, stirring with a spoon or their hands as they go.

Once the mixture is ready, students can mold the “snow” into winter-themed sculptures.

Station 3 (Mystery Scents)

Prepare and number 10 small containers with mystery samples of typical winter scents, such as cinnamon, evergreen, nutmeg, peppermint, cocoa, vanilla extract, and eucalyptus.

Invite students to smell each mystery sample and write down what they think the scent is.

After everyone has rotated through the station, reveal the answers.

After reviewing expectations, divide students into three groups. Explain that you’ll tell them when to switch stations. Consider using a bell for the transitions.

At the end of the rotation, invite students to share their creations, and reveal the mystery scents to the class.

To wrap up the activity, show students more pictures of winter from ImageQuest Jr., Britannica Library, or another royalty-free resource, and ask them to describe what they see. Finish by asking students to share what they learned about winter.

Differentiation and Variations

Station Support: Provide extra support and guidance at each station to ensure students benefit from the sensory exploration activities. Ask students the following questions:

How can you create different winter elements using modeling clay or play dough? What should you keep in mind?

What do you think will happen when you mix baking soda and water?

What are your favorite smells? (e.g., fresh-baked cookies, perfume, buttered noodles, flowers)

These guiding questions benefit student learning as they guide students to think critically about different weather elements and personal experiences.

Winter Stories: Invite students to further develop their imaginations and make up winter stories in their station groups using the props created at stations 1 and 2. Give students the choice to write their stories or dramatize them. As students begin thinking about their stories, provide them with different prompts to get them thinking about winter, such as what would happen if you forgot your coat at home on a snowy day? Storytelling benefits student learning as it promotes creative thinking and supports students in building vocabulary and language fluency.

Wintry Experience: To expedite the activity, consider picking one of the station activities and having students complete it as a whole class. This enables students to benefit from sensory exploration in a more guided manner.

Collaborative Teaching

Station Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Station Teaching strategy. In this model, students rotate among different stations, each managed by a teacher who teaches a specific part of the content. This keeps students engaged through varied activities and teaching methods. It also allows teachers to focus on their strengths and teach content in a more in-depth and specialized manner. This approach ensures that students receive a comprehensive and dynamic education by catering to different learning styles. Research supports that multifaceted teaching strategies cater to diverse learning styles, enhancing students’ comprehension and retention.

Activity Introduction: One teacher leads the discussion about winter, reads the article with the class, and discusses key vocabulary while the other teacher prepares the sensory stations. One teacher explains the Winter Match-Up handout activity, while the other provides each student with a copy of the handout.

Station Teaching: Each teacher manages a different station. Since there are three stations in this activity, one group may work independently if appropriate for their skill level. Teachers can rotate between stations or focus on specific ones to provide guidance, ensure participation, and offer feedback. This structure allows for targeted support and helps ensure students stay on task and engaged.

Activity Wrap-Up: Both teachers lead the class in a reflective discussion. Teachers can facilitate this discussion by asking guiding questions and inviting students to share what they learned about winter.

Seasons and Cycles

Activity

2:

Springtime

By the end of the activity, students will be able to describe spring weather and understand how to plant a seed.

>40

Minutes

Materials and Resources

Materials

Items to represent spring (e.g., gardening tools, seeds, spring flowers)

Poster board

Whiteboard and display

Resources

Implementation

Tell students that during today’s activity they will learn about spring by reading an article, completing a vocabulary exercise, and participating in a Spring Scavenger Hunt.

Begin the activity by showing different items related to spring, such as gardening tools, seeds, and different types of spring flowers. Pass the items around for tactile exploration, and ask students to share how these items relate to spring.

Display the Spring article, and show students the spring images presented in the article, prompting students to describe what they see. Consider asking specific questions about the images such as these:

What colors do you see?

What activities are people doing in these pictures?

Read the article aloud as students follow along. During or after reading, ask the following questions to check for comprehension:

What is spring?

What happens in the spring?

How do animals behave in the spring?

What do farmers do in the spring?

What clothing do people wear in the spring?

Pause after each question to give students time to think and respond, and consider asking follow-up questions to encourage deeper thinking.

Provide each student with a Spring Match-Up handout, and ask them to complete it independently to practice the key concepts introduced in the article. Then go over the answers as a class.

Explain that in the spring, Earth tilts toward the Sun, which means Earth gets a lot more direct sunlight. This makes the days longer and warmer, and as a consequence flowers bloom. Consider using Earth and Sun props to explain this concept to students.

Invite students to participate in a Spring Scavenger Hunt. Explain that they will need to find 27 flower cutouts hidden around the classroom and that each flower has a letter in the center that will reveal a secret message when they are all placed together in the correct order.

Ask students to search for the cutouts.

Once all the cutouts are found, instruct students to work together to decipher the hidden message “April showers bring May flowers.” Provide assistance and hints as needed to help guide students toward the correct order of the letters.

Once the message has been deciphered, ask students to glue them on a poster board.

Conclude the activity by asking students to think about the secret message, and discuss as a class what flowers need to bloom. Review the learnings from the text, and invite students to share something they learned about spring.

Differentiation and Variations

Spring Scavenger Hunt Clues: Provide students with assistance to decipher the message by writing “April showers bring May flowers” on a large poster board and asking students to glue their letters accordingly to practice letter recognition and one-to-one correspondence. This benefits student learning as it provides additional opportunities to engage with literacy-based activities, which helps them build their independent reading skills.

Spring Stories: Ask students to use the prompt “April showers bring May flowers” to write a story about spring with a partner. Encourage students to integrate the learnings from the informational text into their fictional story. This activity benefits students learning as it helps them build their creative and collaborative skills through storytelling.

Plant a Seed: To celebrate spring, provide each student with a pot, soil, a spoon, and a seed. Instruct them to fill their pots with soil using the spoons, make a hole in the soil with their fingers, plant the seeds, and then cover the seeds with soil. Finally, have the students write their names on their pots. Discuss with students how to take care of their plants so that they will grow.

Collaborative Teaching

One Teaching, One Assisting: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Assisting strategy. In this model, one teacher leads the activity while the other circulates, assisting individual students as needed. This ensures that when students encounter difficulties, they receive immediate help in the form of personalized support and answers to their questions. By addressing students’ unique needs and keeping them on track, this approach enhances individual learning experiences and fosters a supportive classroom environment. Studies indicate that immediate feedback and individualized attention can significantly enhance student understanding and retention of material.

Activity Introduction: One teacher introduces the activity topic and leads a discussion about spring, while the other teacher assists students in exploring the shared spring items.

Whole-Class Activities: One teacher reads the Spring article aloud and shows students different images of spring, while the assisting teacher walks around the room ensuring students understand the key concepts presented.

Independent Activity: One teacher explains the Spring Match-Up handout, while the assisting teacher supports students in completing the handout and prepares for the Spring Scavenger Hunt.

Group Activity: One teacher explains why flowers bloom and goes over the expectations for the Spring Scavenger Hunt, while the other assists students in finding the letters and deciphering the secret message as needed.

Activity Wrap-Up: Both teachers lead the discussion and support students in reflecting on their learnings.

Seasons and Cycles

Activity

3:

Super Summer

By the end of the activity, students will be able to describe summer and observe and record local weather conditions.

>40

Minutes

Materials and Resources

Materials

Glue

Poster board

Summer images

Whiteboard and display

Resources

Implementation

Tell students that during today’s activity they will learn about summer through a guided reading, word-chain game, class survey, and calendar activity.

Begin the activity by displaying summer images using ImageQuest Jr., Britannica Library, or another royalty-free resource. Ask students to describe what they see. Encourage students to think about all their senses when describing the images. For example:

What might you hear, smell, or feel in these summer scenes?

Display the Summer article, and read it aloud as students follow along. During or after reading, ask the following questions to check for comprehension:

What is summer?

Are days short or long in the summer?

What is the weather like in the summer?

How do animals behave in the summer?

What activities do people do in the summer?

Pause after each question to give students time to think and respond, and consider asking follow-up questions, such as “Why do you think the days are longer?” or “Why do some animals behave differently in summer?”

Invite students to sit in a circle and generate an oral word chain to practice word association starting with the word summer. Refer to the variation in the Linked Words instructional strategy for details on implementation and procedure. Consider using a ball or bean bag to make the activity more engaging.

For example: Summer – Hot! – Beach! – Sand! – Castle!

Conduct a class survey about summer activities, and use a bar graph or tally chart to record students’ answers on the whiteboard.

What is your favorite ice cream flavor? (chocolate, strawberry, vanilla)

What is your favorite summer activity? (going to parks, going swimming, bike riding)

What is your favorite part of the day during the summer? (morning, afternoon, evening)

What is your favorite summer weather? (sunny, cloudy, stormy)

As a class, discuss the importance of keeping track of weather. Consider keeping track of weather conditions during calendar time using the Weather Calendar handout. This gives students the opportunity to practice observing local weather patterns. Use examples from the current season to help students relate the activity to what is happening outside.

Reflect on the activity learnings and review the key concepts presented in the informational text. Conclude by asking students to share both something they learned and something they enjoy to reinforce comprehension and personal connection to the material.

Differentiation and Variations

Word Chain: After modeling the word chain to the whole class, invite students to practice the activity in groups of four to five students. This gives them the opportunity to practice summer words in a smaller setting, providing more opportunities for each student to participate.

Weather Calendar: Invite students to complete a Weather Calendar handout, and go over the vocabulary words in the word bank to describe weather. Explain that for the next few months students should keep track of the weather in their calendars. Observing weather over an extended period of time benefits student learning as it allows them to identify and observe patterns and practice making predictions.

Summer Drawing: Ask students to draw on personal experiences and the informational text to create a picture about summer. This activity gives students the opportunity to make text-to-self connections and foster their artistic skills.

Collaborative Teaching

Activity Introduction: One teacher introduces the activity topic and leads the discussion about summer images, while the other organizes the display of summer images and scribes students’ sensory descriptions.

Guided Reading: One teacher reads the Summer article aloud, while the assisting teacher helps students follow along and encourages participation in answering comprehension questions.

Word-Chain Game: One teacher explains and leads the word-chain game, while the assisting teacher helps manage the circle formation and encourages quieter students to participate.

Class Survey: One teacher leads the discussion on class surveys, while the assisting teacher creates and updates the bar graph or tally chart on the whiteboard.

Weather Tracking: One teacher explains the importance of keeping track of weather patterns and sets expectations for the calendar activity, while the other teacher demonstrates how to record weather conditions and assists students in making their first entries.

Activity Wrap-Up: Both teachers collaborate in leading the reflection, with one focusing on reviewing key concepts and the other encouraging students to share their learnings and enjoyable aspects of the activity.

Seasons and Cycles

Activity

4:

Fall Fun

By the end of the activity, students will be able to describe fall using key vocabulary from an informational text.

>40

Minutes

Materials and Resources

Materials

Colored pencils and markers

Construction paper (assorted colors, one sheet per student)

Elements from nature for craft (e.g., leaves of different colors, sticks, and acorns; one set per student)

Glue and scissors

Items that represent fall (e.g., leaves of different colors, apples, pumpkins, mums, corn husks, and chestnuts; one set per teacher)

Sample fall collage (one for teacher display)

Whiteboard and display

Resources

Implementation

Prepare for the Activity: Prepare elements for the collage activity (see step 6). Consider asking students to bring these items from home or going on a class nature walk to collect them. If a nature walk isn’t feasible, gather enough materials in advance for all students.

Begin the activity by showing students items that represent fall, such as leaves of different colors, apples, pumpkins, mums, corn husks, and chestnuts. Pass the items around for tactile exploration, and ask students to share what the items are and how they relate to fall. Encourage students to use descriptive words when handling the items. Consider asking questions such as these:

What do the leaves feel like?

What colors do you see on the pumpkin?

Tell students that during today’s activity they will learn about fall and fall weather patterns, work on a vocabulary exercise, and complete a fall collage with leaves of different colors.

Display the Fall article, and show the students pictures from the article, inviting them to describe what they see. Read the article aloud as students follow along. During or after reading, ask the following questions to check for comprehension:

What happens in the fall?

What colors do leaves change to in the fall?

How do animals stay warm in the fall?

How do animals prepare for winter?

What is harvest time?

What are typical fall activities?

What do people wear in the fall?

Summarize and write the main ideas from the text on the board, and ask students to contribute to the summary by recalling facts they remember. Ask students to reflect on fall weather patterns through guiding questions:

Why do you think days are shorter and cooler in the fall?

Why do you think leaves change colors and fall from trees?

Invite students to listen to the “Why Are There Seasons?” section of the Season article. Afterward, emphasize that in the fall Earth tilts away from the sun, which means it does not get as much direct sunlight. This makes the days shorter and cooler, and the leaves change color as the trees prepare for winter. Consider using Earth and Sun props to explain this concept to students and using simple language to explain the tilt of Earth.

Share with students that they will make a fall collage using elements from nature, such as leaves of different colors, sticks, and acorns. Show students a sample fall collage. Point out key elements in the sample collage to give students ideas, like how leaves can be arranged by color or size.

Tell students they will make a collage representing fall using elements from nature. Explain that collage is the art of combining different types of materials to create a special picture. Consider asking students whether they’ve seen or made a collage before to make a connection with prior experience.

Encourage students to explore the use of patterns in their collages using colors, shapes, or sizes. Model examples of patterns to ensure student understanding. Hold up simple examples such as alternating leaves and acorns to show how patterns can be created.

Provide each student with a sheet of construction paper, glue, scissors, markers, colored pencils, and elements from nature.

As students finish the collage activity, invite them to share their works with a partner. Consider displaying their collages around the classroom. If time allows, consider giving students time to view all of their classmates’ work.

Provide each student with a copy of a Fall Match-Up handout, and ask them to complete it independently. Go over the answers together.

Conclude by asking students to share one thing they enjoy about fall weather as well as one thing they learned about fall weather.

Differentiation and Variations

Pattern Exploration: Support students in understanding patterns through repeated modeling using fall elements before the collage activity. Emphasize that this exercise will help students make the connection between physical patterns, seasonal patterns, and weather patterns.

Fall Crafts: Consider setting up different fall craft stations and giving students a choice of what they would like to do. Options may include a pine cone painting activity, leaf mobiles, or fall tree decorations. These variations offer students more options and foster their creativity.

Leaf Templates: If natural fall-colored leaves are not available, consider using paper templates and asking students to color the leaves to represent different fall colors.

Flashlight and Globe: Use simple language to explain the tilt of Earth, and demonstrate it with a globe and flashlight. This hands-on demonstration helps students internalize the way seasons work.

Collaborative Teaching

Activity Introduction: One teacher introduces the activity topic and leads the discussion about fall, while the other assists students in exploring the different shared items that represent fall.

Whole-Class Activities: One teacher reads the Fall article aloud and shows students different images of fall, while the assisting teacher walks around the room and ensures students understand the key concepts presented. In addition, one teacher plays the “Why Are There Seasons?” section of the Season article, while the assisting teacher uses props representing Earth and the Sun to explain key concepts.

Collage Activity: One teacher explains the leaf collage activity, while the assisting teacher provides materials needed to complete the craft. Both teachers circulate to help students complete the collage.

Activity Wrap-Up: One teacher leads the concluding discussion, while the assisting teacher scribes students’ thoughts on the board.

Seasons and Cycles

Activity

5:

Minutes

Materials and Resources

Materials

Colored pencils and markers

Construction paper (assorted colors, one sheet per student)

Elements from nature for craft (e.g., leaves of different colors, sticks, and acorns; one set per student)

Glue and scissors

Items that represent fall (e.g., leaves of different colors, apples, pumpkins, mums, corn husks, and chestnuts; one set per teacher)

Sample fall collage (one for teacher display)

Whiteboard and display

Resources

Implementation

Prepare for the Activity:

Prepare elements for the collage activity (see step 6). Consider asking students to bring these items from home or going on a class nature walk to collect them. If a nature walk isn’t feasible, gather enough materials in advance for all students.

What do the leaves feel like?

What colors do you see on the pumpkin?

Tell students that during today’s activity they will learn about fall and fall weather patterns, work on a vocabulary exercise, and complete a fall collage with leaves of different colors.

What happens in the fall?

What colors do leaves change to in the fall?

How do animals stay warm in the fall?

How do animals prepare for winter?

What is harvest time?

What are typical fall activities?

What do people wear in the fall?

Why do you think days are shorter and cooler in the fall?

Why do you think leaves change colors and fall from trees?

Share with students that they will make a fall collage using elements from nature such as leaves of different colors, sticks, and acorns. Show students a sample fall collage. Point out key elements in the sample collage to give students ideas, like how leaves can be arranged by color or size.

Provide each student with a sheet of construction paper, glue, scissors, markers, colored pencils, and elements from nature.

Provide each student with a copy of a Fall Match-Up handout, and ask them to complete it independently. Go over the answers together.

Conclude by asking students to share one thing they enjoy about fall weather as well as one thing they learned about fall weather

Differentiation and Variations

Leaf Templates: If natural fall-colored leaves are not available, consider using paper templates and asking students to color the leaves to represent different fall colors.

Collaborative Teaching

List Activity Introduction: One teacher introduces the activity topic and leads the discussion about fall, while the other assists students in exploring the different shared items that represent fall.

Activity Wrap-Up: One teacher leads the concluding discussion, while the assisting teacher scribes students’ thoughts on the board.

Britannica Studio: Coming Soon!

In the News